Course Description
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry.
Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.
Prerequisite: Chemistry, Grade 11, University Preparation (SCH3U)
Course Outline
| Unit | Unit Name | Unit Description | Time Allocated |
|---|---|---|---|
| 1 | Organic Chemistry | Study of alkanes, alkenes, alkynes, halides, oxygen- and nitrogen-containing compounds, polymers, and organic reactions. | 20 Hours |
| 2 | Structure and Properties of Matter | Atomic theories, atomic structure, bonding, electron configurations, molecular shapes, and VSEPR theory. | 20 Hours |
| — | Midterm Exam | Assessment of Units 1–2 concepts and skills. | 2 Hours |
| 3 | Energy Changes and Rates of Reaction | Energy in reactions, enthalpy, bond energy, Hess’s Law, and rates of chemical reactions. | 20 Hours |
| 4 | Chemical Systems and Equilibrium | Chemical equilibrium, Le Châtelier’s principle, equilibrium constants, solubility, acids, bases, pH, buffers, titrations, and acid-base equilibrium. | 25 Hours |
| 5 | Electrochemistry | Introduction to electrochemistry, redox reactions, galvanic cells, balancing redox reactions, and electrochemical applications. | 21 Hours |
| Final | Final Exam | Assessment covering all course content. | 2 Hours |
Overall Curriculum Expectations
By the end of this course, students will:
A. Scientific Investigation Skills and Career Exploration
A1. Demonstrate scientific investigation skills related to both inquiry and research in the four areas of skills: initiating and planning, performing and recording, analysing and interpreting, and communicating.
B. Structure and Properties of Matter
B1. Assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure and properties of matter.
B2. Investigate the molecular shapes and physical properties of various types of matter.
B3. Demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances.
C. Organic Chemistry
C1. Assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of compounds that are harmful to human health and the environment.
C2. Investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds.
C3. Demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each class of organic compounds.
D. Energy Changes and Rates of Reaction
D1. Analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment.
D2. Investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems.
D3. Demonstrate an understanding of energy changes and rates of reaction.
E. Chemical Systems and Equilibrium
E1. Analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems.
E2. Investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems.
E3. Demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.
F. Electrochemistry
F1. Analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment.
F2. Investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms.
F3. Demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.
Teaching and Learning Strategies
Participation Activities: Seven standardized, course-wide prompts (Teach the Teacher, Concept in Action, Spot the Error, Concept Connections, Take a Position, Claim/Support/Question, and a culminating Course Takeaways video) are embedded throughout the course to build metacognitive engagement and contribute to the participation grade.
End of Unit Conversations: Opportunities for students to express their ideas, problem-solving strategies, and thought processes with a teacher who provides timely feedback.
Reflection: An opportunity for students to look back at concepts and theories with new perspectives, relate theory to practice, and align learning with their own values and beliefs.
Discussions with the Instructor: Facilitated through video conferencing to discuss concepts and skills, enabling two-way communication and helping build a relationship between student and instructor.
Instructor Demonstrations: Opportunities for the instructor to guide students through a concept or skill, such as research skills, via video conferencing, instructional videos, or email.
Discussion Forums: Opportunities for students to summarize and share ideas and perspectives with peers, deepening understanding through expression and enabling peer-to-peer feedback.
Individual Activities and Assignments: Completed at a student’s own pace to expand and consolidate learning, with accommodations for IEPs and individual interests, and ongoing oral and written teacher feedback.
Research: An opportunity to apply inquiry skills to a practical problem or question, involving gathering information, evaluating sources, analysing findings, and synthesizing conclusions through creative and critical thinking.
Writing as a Learning Tool: Helps students think critically about course material while organizing and integrating prior knowledge with new concepts, reinforcing communication skills.
Diagrams: Visual representations of scientific ideas that organize concepts and promote understanding, helping students remember and reframe ideas.
Graphics and Images: Visual representations of ideas and concepts that support understanding and reinforce learning.
Charts: Visual, mathematics-based representations of scientific ideas that support analysis, such as a pie chart of Canada’s energy sources.
Tables: Organize information into categories using rows and columns to clarify relationships between ideas and data and highlight trends.
Drawings and Schematics: Visual explanations of scientific and engineering ideas, such as an electric circuit represented through symbols, that communicate ideas clearly.
Articles: Examples of scientific concepts and theories discussed in relation to current events, demonstrating how science is connected to society and diverse lived experiences.
Practice Problems: Provide scenarios or problems for students to solve by applying learned concepts and skills, reinforcing the relevance of their learning.
Assessment Strategies
Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations across all four categories of the Achievement Chart.
Progress will be monitored on an ongoing basis using a variety of assessment tools, including written work, formal testing, quizzes, teacher-student communication, discussion boards, and chat rooms.
Assessment Activities
Assessment activities may include:
- Diagnostic quizzes
- Homework assignments
- Individual conference meetings
- You Try! Self-check problems
- Oral presentations and conferences
- Research projects focused on science, technology, society, and the environment (STSE)
- Inquiry projects
- Tests and examinations
Assessment for Learning
Diagnostic quizzes, homework assignments, and individual conference meetings.
Assessment as Learning
You Try! Self-check problems and oral presentations through conferences.
Assessment of Learning
Research projects focused on STSE, inquiry projects, tests, and examinations.
Final Grade
The final grade will be determined as follows (in accordance with Ministry of Education standards):
| Component | Percentage |
|---|---|
|
Term Work Based on evaluations conducted throughout the course. |
65% |
|
Final Evaluation A final evaluation in the form of a written exam. |
20% |
| Attendance and Participation | 15% |
Final Examination Breakdown
20% written exam.
Attendance Policy
Regular attendance and active engagement are important for student success. Attendance and participation are monitored through the school’s Learning Management System (LMS).
All online credit courses at ICE are designed to meet or exceed the minimum 110 hours of instructional time required for a credit course.
Online instructional time and engagement are monitored through:
LMS Engagement: Students are expected to log in regularly and actively participate in online learning activities. LMS activity records are used to monitor engagement.
Biweekly Check-Ins: Students complete a brief check-in every two weeks to review their progress and engagement. Additional support may be provided when concerns are identified.
Post-Unit Quizzes: Short formative quizzes are completed at the end of each unit to monitor student progress and pacing.
Discussion Forums: Students participate in required unit discussions and peer activities. Participation is monitored based on completion and engagement.
Students are responsible for maintaining regular participation and completing required learning activities within the course schedule.
Evaluation Model – 10% Total Attendance and Engagement Weight
| Component | Weight | Quantifiable Metric | Criteria |
|---|---|---|---|
| Biweekly Check-In | 3% | Completed every two weeks | Student completes the required check-in within the scheduled time frame. |
| Post-Unit Formative Quiz | 4% | Completed after each unit | Student completes the formative quiz by the assigned deadline. |
| Discussion Forum Participation | 3% | Required posts and responses | Student submits the required original response and completes assigned peer responses. |
Considerations for Program Planning
Planning Programs for Students with Special Education Needs
Teachers support all students, guided by the principles of Learning for All (2013). Where a student has an Individual Education Plan (IEP), its accommodations are implemented within the course. The asynchronous online structure supports extended time, breaks, assistive technology, and repeated review of material.
Program Considerations for English Language Learners
The course supports a linguistically diverse population of English language learners, including Canadian-born students and newcomers, following Ministry ESL/ELD policy in planning appropriate adaptations. Supports include modified instructional language without altering curriculum expectations, visual and multimedia aids, extended time, and accommodations such as bilingual dictionaries.
Environmental Education
Consistent with Ministry environmental education policy, environmental education is embedded across the curriculum rather than taught separately. Online delivery can also support environmental responsibility through reduced paper use and commuting. This course’s STSE focus incorporates topics such as sustainability, resource use, and the environmental impact of human activity.
Equity and Inclusive Education
The course is planned and delivered in line with Ontario’s Equity and Inclusive Education Strategy and PPM No. 119, aiming for an inclusive environment where all students feel welcomed and able to succeed regardless of background. Teachers select diverse learning materials, address bias, and ensure fair, culturally unbiased assessment.
Financial Literacy Education
In accordance with Ministry financial literacy policy, students develop the knowledge and skills to make informed financial decisions and think critically about economic forces affecting their lives. The course also incorporates cost-benefit analysis of technologies and the financial implications of health- and environment-related decisions.
First Nations, Métis, and Inuit Education
Program planning aligns with the Ontario First Nation, Métis, and Inuit Education Policy Framework, incorporating Indigenous perspectives, authors, and content where appropriate to curriculum expectations. Students also gain opportunities to learn about Indigenous histories and contemporary realities, including the residential school legacy and the Truth and Reconciliation Commission’s Calls to Action.
The Role of Information and Communications Technology
Information and communications technology is integral to online instruction, assessment, and teacher-student communication through the school’s Learning Management System. Teachers also help students develop digital citizenship skills, including responsible technology use, source evaluation, and academic integrity online.
Career Education
Consistent with Creating Pathways to Success, the course helps students explore their interests, opportunities, and goals through career-exploration activities. Chemistry connects to postsecondary pathways in health sciences, engineering, environmental science, research, technology, and skilled trades.
Cooperative Education and Other Forms of Experiential Learning
Experiences such as job shadowing, work experience, and cooperative education help students understand the relevance of classroom learning and explore careers, consistent with Ministry cooperative education policy. Students may earn up to two cooperative education credits toward their OSSD. Interested students should contact school guidance staff to discuss available options.
Health and Safety
Online learning promotes sound ergonomics, balanced screen time, and mental well-being within a safe, respectful virtual environment. For hands-on investigations completed at home, students receive explicit safety instructions and use only safe materials under stated precautions. Virtual laboratories and simulations are used when an activity would otherwise present a risk.
Required Software, Equipment, and Textbooks
Required Textbooks and Resources
Chemistry textbooks covering organic chemistry, atomic structure, energy changes, equilibrium, and electrochemistry.
Supplementary readings, articles, videos, and online resources on chemistry, energy, and environmental impact.
Teacher-provided worksheets, practice exercises, and virtual simulations.
Digital Resources and Software
Google Drive for storing, sharing, and submitting assignments.
Internet access for research and chemistry databases.
Microsoft Office Suite (Word, Excel, PowerPoint) or equivalent software for laboratory reports, presentations, and data analysis.
Teacher Considerations
Assistive technology, including text-to-speech, speech-to-text, and screen readers, may be used.
Flexible submission formats, including Google Docs, PDFs, slides, and laboratory reports.
Guided notes, concept maps, and scaffolded instruction for complex chemistry concepts.
Tips for Success – SCH4U
Welcome to SCH4U: Grade 12 Chemistry – University Preparation!
Stay Organized and Informed
Check announcements and course messages daily.
Review the course calendar and meet all assignment and laboratory deadlines.
Carefully review assignment and laboratory instructions and rubrics. Use checklists to ensure accuracy.
Participate Actively
Participate actively in discussions, laboratory activities, and simulations.
Review scientific concepts regularly and practise applying chemical principles to problems and investigations.
Ask for Help
For technical issues, contact the Help Desk.
For course-related questions, email your teacher. Expect a response within 24 hours and mark your message as “URGENT” if necessary.
Key Elements to Success
Time Commitment: Plan for 1–2 hours of focused study daily, plus additional laboratory time.
Communication: Maintain regular contact with your teacher for guidance and feedback.
Engagement: Stay curious, persistent, and attentive in all activities.
Remember: This course is designed to help you understand how chemical concepts, processes, and laboratory investigations impact daily life, technology, and the environment. Approach all activities thoughtfully and accurately while developing scientific reasoning, problem-solving, and ethical considerations in chemistry.
